The reality and obstacles of English language teachers practices of life skills for intermediate school students

Abstract

This study aimed to identify the reality of English language teachers practices of life skills for intermediate school students and the obstacles faced the teachers to teach life skills. To achieve that, mixed approach was used through applying questionnaire after verify its validity and reliability, the sample consisted of (41) teachers at intermediate school, while the interview was conducted with (10) teachers from who responded to the questionnaire. The results showed that English language teachers implemented the teaching practices which related to life skills for intermediate school students at medium degree, also there were no statistically differences in the degree of English language teachers practices of life skills for students in light of  teaching years experiences number; and there were statistically differences in the degree of English language teachers practices of life skills for students in light of qualification type for graduate studies. The study also found that there were a number of obstacles that prevent English language teachers from applying teaching practices related to life skills, which related to: the curriculum such as the length of textbook and the presence of some topics that were not attractive to students; and the physical and moral educational environment, including overcrowding of classes, and the lack of educational aids; and the teacher, including the weak relationship with his students and the large number of work required of him, and the learner, including his failure to practice the English language outside school and lack of self-confidence.                                                         

  Key words: reality – practices – obstacles – life skills – English language.